Critical evaluation - blood brothers Essay Example for Free

Critical evaluation blood brothers Essay The play did not open with the curtain going up but instead with the lights going up. My seat was in the gallery, which is quite high up, but after I got over the sense of vertigo my view of the play was fine. I could not see the gantry at the back of the stage or the very front of the stage, but very little of the action took place in these areas. The play was written in the early 1960s by the Liverpudlian playwright Willy Russell and was first performed in the early 1980s. The play is a slice of life, or an impression of life starting in Liverpool in the early 1960s through until the 1980s, of poor working class families. The play combines music and song with narrative. The set of Blood Brothers consisted of, on either side of the stage a row of terraced house fronts. At the back of the stage there was a gantry which was used by the narrator and once by Mrs. Johnston when she sang a song that was an overview of the action that had just taken place, there was a countryside backcloth with two moveable brick wall flats which moved across to cover this. The set was very appropriate for the play, it combined well with the slice of life. The props were minimalist and brought on stage by the actors. There were four moveable flats, two that slid across the floor and two that came down from the ceiling. All the costumes and fixings were appropriate for the era of the play, they worked well together producing a realistic setting. The play opens with the twin brothers, lying down on stretchers and then being carried away. The narrator then informs the audience of the events that have just happened and then the play begins. The play is about Mrs. Johnston, a working class mother of seven children who after her husband has left her for a younger woman discovers she is pregnant with twins. Mrs. Johnston is a cleaner who works for a middle class couple, Mr. and Mrs. Lyons. Mrs. Johnston tells Mrs. Lyons of her predicament and so Mrs. Lyons who can not have children of her own and whose husband has gone away on business for six months offers to take one of the twins for herself and bring him up as her own. After some persuasion Mrs. Johnston gives one of the boys to Mrs. Lyons. She finds it difficult to keep Mrs. Johnston on as her cleaner because she can see that there is a bond between mother and child and so fires her. Several years pass, the boys are now seven, nearly eight, they meet when out playing, become great friends and Blood Brothers. Both Mrs. Johnston and Mrs. Lyons try to keep the boys apart but are unable to do so. In a desperate attempt to separate the boys the Lyons move to a house in the country well away from Mickey and the estate where the Johnstons live. A few years later the council decide to demolish the estate where the Johnstons live and relocate the families to the countryside close to where the Lyons now live. Mickey has a girlfriend, Linda, a girl he has known since childhood. One day when they are out walking they come across Eddie, (Mickeys twin), and rekindle their friendship. The twins are now sixteen years old and their friendship continues to grow until it is time for Eddie to gone away to university. However Eddie declares his love for Linda before leaving but she continues her relationship with Mickey and soon falls pregnant with his child and so they marry and move into Mickeys home. Mickeys older brother, Sammy, gets into trouble and Mickey agrees to help him out but instead ends up taking the fall for Sammy killing a man and goes to prison for seven years. During this time he becomes depressed and withdrawn from Linda. She turns to Eddie for support and they soon become emotionally attached. When Eddies mother becomes aware of the romance she tells Mickey who, now out of prison, goes to Eddies work place. Mrs. Johnston now feels she must tell the boys that they are brothers but this is too much for Mickey to understand in his present mental state, distressed and confused he shoots Eddie. Just as Mickey is doing this a policeman takes aim and fires killing Mickey. Both men are dead. On the whole the script and the play were very good. At first it took a little time to get in to the play but it soon flowed naturally. The play held the audiences interest by the use of the narrator who appeared on the stage behind the action and would burst into song. A lot of information was given on the characters through the use of song, so the audience received much of the necessary information without realising it. The part of Mrs. Johnston was played by the singer and actress Dennis Nolan. Ms. Nolan described the history of her character through the song Just like Marilyn Monroe. Her story is not extraordinary or uncommon. A girl from a Roman Catholic working class family who falls in love with a young man who takes her dancing and says she looks a lot like Marilyn Monroe. Romance soon fades once the babies start arriving. Possibly because of her faith, which would have instilled a belief that children are a blessing, she soon has a large family and her husband begins to look elsewhere for what he first found attractive in his wife. He begins to go dancing with a girl who he says looks a lot like Marilyn Monroe. When he leaves home Mrs. Johnston discovers she is pregnant with the twins of the story. This is when the events that lead up to the final tragedy really begin. Mickey is the twin that Mrs. Johnston kept. He grows up in this very poor working class family but as a child is mainly happy and full of mischief. He does not expect an easy life and accepts who he is and what his future will be. He does not expect to go to university like his friend Eddie because in his mind and at this time it was usually only children from better off families who went. Mickey would have been happy to work and bring up his children in a working class family. It is unemployment and bad choices that take away his pride and his future. He becomes very depressed, feels worthless and finally sees his marriage fall apart. The actor who played Mickey had to act the part of a child through to an adult, his mannerisms were very good and his gestures appropriate for the different ages. When he was seven Mickey acted and moved as if he was seven and when he was twenty he acted and moved like a twenty year old. His voice changed as well, it moved from a high quick voice to a deeper more solemn one. Linda is the childhood friend of Mrs. Johnstons children and especially of Mickey. The two children grow up together, play together and become girl and boyfriend. This relationship is threatened by Lindas attraction to Eddie, Mickeys twin, but although she realises that it is Eddie that she loves she does not end her relationship with Mickey. When Eddie goes away to university she becomes pregnant with Mickeys child and marries him. Lindas role in the play is huge, it is her relationship with Eddie which finally destroys Mickey and leads to the final tragedy. The play contained quite a lot of swearing but this was only used to aid the script and made it more realistic. At the end of the play many people in the audience were in tears which showed how good the performances had been. As a straight play this would have been a very sad story of some very hard lives but because the story is told partly in song the mood is much lighter. It shows that there can be laughter in even the most difficult of lives, but also how our own upbringing, superstitions and prejudices can make our lives more complicated and more difficult.

The Kite Runner And Atonement Analysis English Literature Essay

The Kite Runner And Atonement Analysis English Literature Essay In this semester we read many interesting books, and I chose two books to compare and to discus about them. These books are The Kite Runner and Atonement. These books have many similar themes, like discrimination, differences between social classes, guilt-innocence, sacrifice, cowardice, family broken and deceit, but the principal and the reason why I chose these books, is because both stories talk about forgiveness and redemption and how the principal characters try to repair the bad actions that they did in the past. In this essay I would compare both stories, and all the things that caused that Amir (The Kite Runner) and Briony (Atonement) committed injustices with other characters. And after a certain time they could repair their errors that they did in the past, to be in peace with their selves. First I have to give the definitions for forgiveness and redemption. Forgiveness is the action that someone does to forgive someone or something, also to give the pardon to someone. Redemption is the act of redeeming something that was done in the past. The principal characters in these novels are Amir and Briony. Amir grew up as the only son of a rich widower. During his childhood he sees his father with respect and admiration. He also tries to obtain his father admiration and love. In some way he made differences (social differences) with his best friend Hassan, by referring him as his servant and also betray him. In other way Hassan always helped Amir, and considered him as his best friend. At the beginning of the novel Briony is a young rich girl. She likes to write stories. In her childhood she made differences with the people of lower position. She ´s a little mean girl, and with the time she become an adult girl who mature and think over her bad actions that she did when she was a child. Although that Amir and Briony had a different personality, they born in a high position. And I think that because of this difference they had to act as the rich people and not get involve with their servants. That ´s why I think that both stories have a part of discrimination, because the characters or the events that happened in these novel where referred to the differences of the social class. Also I think that it causes that both grew up with the idea that they couldn ´t get involved with their servants, or consider them as friends. Two examples of this actions could be when Assef told Amir and Hassan that they couldn ´t be friends, because Hassan was just Amir ´s servant (The Kite Runner). In Atonement, when Cecile did not defend Robbie, when he was captured by the police man. She did not confess the true about what happened between them. Other theme that these novels have in common is guilt versus innocence. In The Kite Runner, Amir blames Hassan, when Amir accused Hassan of stole Amir ´s father watch and Hassan falsely confessed. Amir did this because he observes that his father have affect for Hassan, and if he knew that Hassan acted in a brave way by confronting Assef, Baba ´s love to Hassan will increase. So, Hassan did not have other option and he left Baba ´s house, even though that he was innocent. In the Atonement, Briony accused Robbie of rape his sister, Cecile. She was a little and confused girl, because she did not notice that between Cecile and Robbie existed more than a sexual attraction. Also the events that happened before and after Robbie and Cecile having sex, made that Robbie were find guilty of Lolas rape. Also Cecile did have the courage to defend her love for Robbie, even though that she can prove Robbies innocence or Lola knew the true and she did not say anything, because she knew the person who rape her (Paul Marshall). These novels have also examples of sacrifices. The principal characters have to give up to something important. In The Kite Runner, Baba and Amir had to leave their hometown for the invasion of the Russians. Also Hassan made many sacrifices, like when he was rape by Assef just to defend Amir ´s kite. Other sacrifice that Hassan did was when he died by defending Baba ´s house. In the novel Atonement, I think that Robbie did the sacrifice of not defending himself by not saying the true. I think that he did that to protect Cecile ´s reputation. Also I think that in some way Briony made a sacrifice by consoling the French guy, who was dying. I think that the biggest sacrifice in this novel was the one that Cecile and Robbie did, by been separate. Another theme that these novels have in common is deceit. Many of the characters of these stories live in a deceit, in a certain time they confront it, because the past can ´t be forgotten. In The Kite Runner has an example of deceit. It is that Amir during his childhood he live in a deceit, because he did not know that Hassan was his half brother. Baba knew the true, but he did not say anything. In the novel Atonement, the biggest deceit could be when Lola lied about who was her rape. She was forced to confess that someone raped her. Briony though that this person was Robbie, so Lola said that Robbie was this person. Cecile did not believe in what she said, but the rest of the family did, so Robbie was sent to jail. Another theme that these novels share is Cowardice. Both novels have examples of this theme. For example in The Kite Runner, cowardice is presented when Hassan was raped by Assef. Amir was watching this action but he did not do anything to help Hassan, even though that Hassan acted in a brave way to defend Amir ´s kite. Also I think that Baba was coward by not saying the true about Hassan, he did not have the courage to say that Hassan was also his son and give him a better life. In the Atonement novel, cowardice is presented when Lola did not say the true about who was the guy who rapes her. That was an act of cowardice, and even though Lola got married with the person who really raped her. Also I think that Cecile was coward by not explaining Briony what was happening between her and Robbie and even more when Robbie was send to jail. I also found that in both stories exists a broke family. I mean that after a certain point or for some reason the relationship between the family members is broken. It happens in The Kite Runner, when Amir knew the true about his half brother, Hassan. For this action Amir felt betray by his father. And the admiration and the respect that he felt for his father become resentment. In the Atonement novel, Cecile was the person who decided to cut with her family. After that Robbie was send to jail, she was disappointed and angry. She left her house and never come back. Ceciles family will not be united anymore. These novels also talk about forgiveness. In atonement, Briony wants to fix the injustice that she committed when she was a child by writing a novel about a love story with a happy ending. At her short age she was confused about the events that she saw. She was too young to understand what happened between Cecile and Robbie, when they were having sex at the library, Briony though that it was an aggression to her sister. So, she told the police what she saw. Briony contributed to send Robbie to jail. Also I think that for the events that Briony saw like when Cecile and Robbie where at the fountain and the letter that Robbie wrote to Cecile, made that Briony had a bad impression about Robbie. These actions made that Briony started to feel hate and fear for Robbie. The time pass and she grew up and mature, these things made that she reconsider her actions against Robbie. Also she remembered that Paul Marshall was the person who raped Lola. So, Briony wanted to amend the damage that her lie caused to Cecile and Robbie, she wrote a novel about Cecile and Robbie with a happy ending. Also she wrote something that she couldn ´t done, it was that she apologized with Cecile and Robbie; it was like a wish, because she didnt do that. These actions should be considered as redemption. In the Kite Runner, forgiveness is presented when Rahim called Amir and told him all the things that happened to Hassan and his family. He gave an advice to Amir, and it was that he could amend all the damage that he caused to Hassan by rescue Sohrab, Hassan ´s son. Rahim also told Amir that by doing this could be the only way to be good again. He considered what Rahim told him, so he decided to go back to his hometown and rescue Sohrab. I consider this action as an opportunity that the life offers to Amir to be good again, and in some way to thank and reward Hassan for all the help, the support, and friendship that Hassan gave to Amir. Also I think that rescued Sonhrab, was Amir ´s obligation, because Hassan died by defending Baba ´s house. It was a debt that Amir needed to pay. I think that both characters received a punishment in a certain time of their lives that made them to pay for their bad actions. For example when Briony was working as nurse, she lived something that made her to reconsider about what she did and what she should do to be in peace with herself. This happened when she was with the French guy, who was dying. She felt alone and without love, she felt like if she were in the same place of the soldier. In The Kite Runner, Amir also received a punishment for a certain time. It was that he couldn ´t have family. I think that for Amir to have his own family was important. Because he expressed his wish to have children. I consider this as a punishment to Amir, because he was a selfish person with Hassan, because he did not want to share his father love. And I think that the destiny charged this action to Amir by not having his own family. At the end of the novels forgiveness is reached by Briony and Amir. They have to do something to obtain the pardon of the people that they hurt, to find a way to be good again, to be in the right way, to feel what the people that they hurt suffered and be in peace with the others. They have to do a little sacrifice to reach the redemption of their selves. Briony and Amir wanted to amend what they have done in the past. Both did what they tough that was correct to reach the forgiveness of the people that they hurt. Amir and Briony were looking for an interior peace that they needed. They need to be free of sins to have a better life, to clear their conscience. They needed to amend their errors, to apologize with the people that they hurt. At the end of the novels both characters, Amir and Briony could be in peace with their selves. They did what they thought that was right to amend their mistakes and injustices. In The Kite Runner, Amir could rescue Sonhrab. Amir gave Sonhrab the right to have a united family, to have a mother and a father again. And Amir let himself to have a complete family, to have a son. To protect and defend Sonhrab as he couldn ´t do with Hassan, when he was rape by Assef. Also to not commit the same mistakes that her father, Baba, did with Hassan. In Atonement, Briony related the love story about Cecile and Robbie. She gave her sister the best end to her love story. The end of Cecile and Robbie ´s love story deserved. Even though that in reality it was impossible, because Briony never confront Cecile and Robbie by telling them the true, and also she never apologize herself for what she did. Briony did what she thought that Cecile and Robbie will tell her to amend the consequences that her lie did to Cecile and Robbie ´s lives. She thought that the readers would like to read a happy ending in her novel. Also she demonstrated that as writers we have the power to change the things and do them in the right way. Both novels show us, the readers, that saying lies bring us bad consequences. Lies could ruin the life of other people; lies could hurt people, could hamper the happiness of a person and also could change your life. These novels teach us that saying lies are not good to the person who is saying them neither for the people who we are telling the lies. The themes that I mentioned like, discrimination, differences between social classes, deceit, sacrifice, guilt, innocence and cowardice are related to forgiveness and redemption in these novels. These themes were involved in the routine lives of Amir and Briony. In some way these themes are involved to the bad actions that Amir and Briony did against other characters. Because Briony and Amir had a better style of life, they had everything, and they grew up with the same ideas that their social class have about their servants. As humans we always judge poor people and we have a bad image of them. We always commit injustices toward the poor people, we discriminate them by thinking that we are better than them, and we also thought that they are weak people, who would never understand us. The people with a high position think that they can blame the poor people, and we end up that they are the bravest people and that we are the cowards. So to amend our errors we have to look for their forgiveness, to be free of any fault. In my personal opinion I consider these novels a lesson of life. The principal characters committed injustices and acted in a mean way with people who did not deserve to be excluded. At the end both characters, Briony and Amir, reconsider what they had done and were looking for forgiveness. That ´s something that humans do, we always commit injustices with the people that give us love and understanding. Some of us do it lately, but I think that never is too late to mend our errors. I also think that to obtain the pardon of someone we have to do something notorious, which can prove that we really wanted to be forgiven. In my personal opinion, I think that the character that success is Amir. Amir did a big effort to be forgiven; he also could amend his errors by rescue Sonhrab. Amir also will learn the role of be a father. I don ´t like the Briony obtain the forgiveness by the right way, because she should have the courage to look for her sister and confront Lola to made her to say the true. These novels made think that the past is always behind you and that some day it can reach you. We have to always amend our injustices, we have to repair our mistakes, and we have to do some sacrifice to be forgiven. Also I learn that the mistakes that you committed in the past, the future will charge you them in an expensive way. We have to try to be good with the people that are around us, to not commit injustices, to always mend our errors and to look for forgiveness. urse_banner Teacher: CJ. Macho Student: Guadalupe Aquino B. Title: Similar themes and focused in Forgiveness in the novels The Kite Runner and Atonement Date: December 14, 2009.

Foreshadowing in Anna Karenina :: Tolstoy Anna Karenina Essays

Foreshadowing in Anna Karenina      Ã‚  Ã‚  Ã‚  Ã‚   Throughout life there are situations which arise that seem to have been hinted earlier. You might not have noticed the hint when it first appeared, but suddenly at one point it finally dawns on you. The same goes for the literary aspect of foreshadowing. The novel Anna Karenina by Leo Tolstoy has many instances where the situations are similar to the one described above. The following paragraphs will present the foreshadowing that is included in this novel.      Ã‚  Ã‚  Ã‚  Ã‚   When Anna Karenina is met by her brother Oblonsky at the train station, a scene arises that clues into a valuable part of the story. She had just met Vronsky and as Anna and Oblonsky   were leaving, a train personnel was hit by the train. Anna burst into tears and exclaims that it is a bad omen. Her brother calms her down but it is clearly evident that this part of the story gives an inclination to the mess Anna ends up being entangled in.      Ã‚  Ã‚  Ã‚  Ã‚   Late one evening, the doorbell rings and Oblonsky goes and greets the visitor. As Anna is walking to her bedroom, she glances over to see who had called at such a late hour. She immediately recognizes it to be Vronsky and she feels 'a strange feeling of pleasure mixed with a feeling of vague apprehension suddenly stirred in her heart.'( page 90)This tells of what may be the conflict in the plot.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The day after the great ball Anna announces that she must leave. Dolly expresses her gratitude toward everything Anna has done to help her in her time of crisis. She tells Anna that she does not know of a person with a greater heart. Anna tells her that Kitty was depressed because Vronsky spent the evening with her. She exclaims that it wasn't her fault. Dolly remarks that Anna sounds exactly like Stiva. Anna appears to be offended and says that she is nothing like Stiva. In the end she ends acting similar to Stiva.      Ã‚  Ã‚  Ã‚  Ã‚   Kitty was quite depressed and Dolly knew what was troubling her. She went to visit Kitty and told her that she was going through what all women go through at one point in their life.

The EMU and the Euro :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The movement towards the European Monetary Union and the creation of the euro lasted many years, complete with key personalities and major governmental treaties. When finally organized and implemented, it lead to a historical event that will forever change international economics. Of course with a change this tremendous comes the good and the bad, but if the economic welfare of the people is improved, everything was worth all the hassle.  Ã‚  Ã‚  Ã‚  Ã‚   HISTORY OF THE MOVEMENT  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The beginnings of the movement for European monetary unification go back at least to the founding of the Organization for European Economic Cooperation (which then became the Organization for Economic Cooperation and Development, or OECD) in 1948. One of the OECC’s first accomplishments was the European Payments Union, established in 1950 and accomplished by the end of 1958, where the nations of Western Europe put their international reserves together and coordinated their policies with the intent of reestablishing current account convertibility.   Ã‚  Ã‚  Ã‚  Ã‚  In 1962 the Commission of the European Communities produced its first plan for a monetary union, which included a deadline for completion of nine years. Obviously, this deadline was a little overambitious for a group of countries whose only collective achievements had been the European Coal and Steel Community, an atomic energy community (Euratom), a customs union (the European Economic Community), and the Common Agricultural Policy of farm-product subsidization. The only accomplishment of the 1962 effort was a Committee of Central Bank Governors which was set up in 1964 but did not actually operate until the 1970s.   Ã‚  Ã‚  Ã‚  Ã‚  At the Hague Summit in 1969, European governments delegated a committee headed by Pierre Werner, then Prime Minister of Luxembourg, to devise a new plan. The Werner Report, finished in 1970, called for monetary unification within ten years. The plan scheduled a transition to happen in stages. In the first stage, exchange rate fluctuations would be limited, and governments would start to integrate their monetary and fiscal policies. In the second stage, exchange rate variability and price discrepancies would be further reduced. In the third stage, exchange rates would be fixed permanently, capital controls removed, and an European Community(EC) system of central banks (somewhat modeled on the U.S. Federal Reserve System) would take control of the monetary policies of the member nations. The size of the EC budget would be greatly increased and the EC would coordinate national tax and spending programs. The makers of the Werner Report were not attached to a single cu rrency.

Reconciling Injustice and Necessity: The Statesman in the Practical City :: Essays Papers

Reconciling Injustice and Necessity: The Statesman in the Practical City When Socrates builds up a â€Å"city in speech† from ideals, he allows himself the option of overlooking the more distasteful features of real human cities simply by omitting them from the argument. His is a city whose primary purpose is to shed light on the soul of an individual, and its role as a metaphor allows it to contain logical conclusions which run wholly counter to the feasible practices of men. Aristotle permits himself no such luxury when he sets out to describe politics from the top down; he cannot overlook such thorny issues as slavery and empire because they exist as significant features in the constitutions of men and must be dealt with by statesmen, to whose needs Aristotle is particularly sensitive. Unlike Socrates, he cannot simply label these things unjust in the abstract and remove them from the ideal city. Aristotle, in his own description of an ideal constitution, is scrupulously practical, even when practicality prevents him from endorsing what would s eem to be the logical conclusions of his own arguments. His treatment of empire in the Politics, like his treatment of slavery—empire’s small-scale cousin—reflects this ability to reconcile a concept of absolute justice to the inevitable injustices of political life. It is not immediately obvious what Aristotle’s verdict on empire is. The institution seems to simultaneously violate several of his premises for a good city and promote others, and Aristotle sets up a comparison of the arguments for both sides to address this tension. On the one hand, he perceives injustice in states whose sole purpose is to conquer their neighbors, and chastises statesmen who arbitrarily enslave others for ruling â€Å"without regard to the right or wrong of what [he is] doing† (VII.ii.13) . He also praises the self-contained happiness of the isolationist state when he says, â€Å"It is possible to imagine a solitary state which is happy in itself†¦It will obviously have a good constitution† (VII.ii.16). However, both these lines of reasoning are incomplete condemnations of empire. The first implies only that the statesman is ultimately accountable to right and wrong in his actions and must consider this standard in his decision-making, no t that imperialism is in itself always on the side of wrong. He sees the thorough isolationism of the â€Å"solitary state† as problematic as well, ending his description of it with, â€Å"But it will have no regard to war† (VII. Reconciling Injustice and Necessity: The Statesman in the Practical City :: Essays Papers Reconciling Injustice and Necessity: The Statesman in the Practical City When Socrates builds up a â€Å"city in speech† from ideals, he allows himself the option of overlooking the more distasteful features of real human cities simply by omitting them from the argument. His is a city whose primary purpose is to shed light on the soul of an individual, and its role as a metaphor allows it to contain logical conclusions which run wholly counter to the feasible practices of men. Aristotle permits himself no such luxury when he sets out to describe politics from the top down; he cannot overlook such thorny issues as slavery and empire because they exist as significant features in the constitutions of men and must be dealt with by statesmen, to whose needs Aristotle is particularly sensitive. Unlike Socrates, he cannot simply label these things unjust in the abstract and remove them from the ideal city. Aristotle, in his own description of an ideal constitution, is scrupulously practical, even when practicality prevents him from endorsing what would s eem to be the logical conclusions of his own arguments. His treatment of empire in the Politics, like his treatment of slavery—empire’s small-scale cousin—reflects this ability to reconcile a concept of absolute justice to the inevitable injustices of political life. It is not immediately obvious what Aristotle’s verdict on empire is. The institution seems to simultaneously violate several of his premises for a good city and promote others, and Aristotle sets up a comparison of the arguments for both sides to address this tension. On the one hand, he perceives injustice in states whose sole purpose is to conquer their neighbors, and chastises statesmen who arbitrarily enslave others for ruling â€Å"without regard to the right or wrong of what [he is] doing† (VII.ii.13) . He also praises the self-contained happiness of the isolationist state when he says, â€Å"It is possible to imagine a solitary state which is happy in itself†¦It will obviously have a good constitution† (VII.ii.16). However, both these lines of reasoning are incomplete condemnations of empire. The first implies only that the statesman is ultimately accountable to right and wrong in his actions and must consider this standard in his decision-making, no t that imperialism is in itself always on the side of wrong. He sees the thorough isolationism of the â€Å"solitary state† as problematic as well, ending his description of it with, â€Å"But it will have no regard to war† (VII.

On Drama Translation Essay

Like their contemporary prose translators who were introducing Western fiction to China, budding dramatists were enthusiastic about bringing Western plays to the Chinese stage. The first play was staged in Japan from an adaptation of Lin Shu’s translation of Uncle Tom’s Cabin. A Chinese student in Japan named Li Shutong adapted the script. The play was put on by members of the Chun Liu (Spring Willow) Drama Society. Their performance marked a complete break from traditional theatrical practices. After the May 4th Movement, complete translations of plays were published and used in productions. Many established writers began to try their hand at writing scripts for the stage. Also in the introduction of foreign masterpieces, a lot of famous translators were produced. If we have a try at drama, we can find it very difficult, more difficult than the translation of novels. Actually, drama is very different from novel. And drama translation must be done in a much different way. First, drama scripts are written for stage performance. So the translated scripts must be suitable for the audience. But poems, prose and novels are written for reading. Though sometimes foreign scripts are produced only for reading, there are seldom the cases. Also the foreign playwrights would be against that. Second, drama performance is a comprehensive ways of acting. It is an audio-visual art, which needs lighting, stage properties, and sound effects. The lines by the actors contribute a great deal to the success of the play. The audience relies heavily on the lines of the play. Most of them are ordinary people, but not erudite scholars. The actors usually don’t repeat the words except for the sake of laying stress. If the lines are too obscure, the audience will get confused as a play goes on without a stop. Third, there aren’t any annotations in a stage performance. In a novel, the hidden intention of the characters, the natural and social background, cause and effect of the subtle changes of the emotions can be stated by the narrator. So the readers can grasp the whole text and better understand it. But in a play performance, the audience get information only from the lines of the characters. Further more, foreign playwrights often use puns or allusions in a play. It is really difficult to translate them in simple language due to the cultural differences. For example, an allusion in the original play may be very appropriate and enlightening. But a literal translation of it may  cause great trouble to the Chinese. And an annotation for the allusion is not feasible because in stage performance, an actor can’t speak the annotation. He can only use sign language, stage properties to imply it. So drama translation sets higher standards for the translations. So the above-mentioned three characters of drama require a popular and simple language of the translation. For example, in the revised version of the translation by Yang xianyi of Pygmalion by Bernard Shaw, the translator adds some words, delegate some to make the second version simpler in diction and structure. Example 1: The Mother: (to Clara) Give it to me. (Clara parts reluctantly) Now (to the girl) this is for your flowers. (Act I) [First version] ( ) ( )( ) ? , [1](P. 9) [Second version] ( ) ( )( ) ? , [2](P. 462) In the first version, the translated sentence â€Å" †seems more faithful and close to the original text. But it is awkward sounding. But the revised version is easier for pronunciation and causes no cause in understanding: in the text, the money is surely the compensation for the flower but not other things. Example 2: Algernon: Ah! That must be Aunt Augusta. Only relatives, or creditors, ever ring in that Wagnrian manner. This is from the Importance of Being Earnest by Oscar Wilde, a line by Algergon, when he hears the rings of the bell. Wagner refers to a famous German playwright Richard Wagner who is famous for his sublime style. A literal translation of it will cause great trouble for the Chinese because they don’t know Wagner, let alone his style. But Yu guangzhang translates it as â€Å" , †. [3](p. 129)The phrase â€Å" †is sonorous and a little bit exaggerating. But it is so vivid that it presents an arrogant aristocratic woman to us. Example 3: Hamlet: Look here upon this picture, and on this, The counterfeit presentment of two brothers. See what a grace was seated on this brow: Hyperion’s curls, the front of Jove himself, An eye like Mars, to threaten and command, A station like the herald Mercury New lighted on a [ heaven] kissing hill, a combination and a form indeed, Where every god did seem to set his seal To give the world assurance of a man. This is your husband. ( The Tragedy of Hamlet, Act III, scene IV) [Liang shiqiu’ version] : , , , ; ; ; , ; , ; , , : [4] In this paragraph, the Gods Hyperion, Jove, Mars, Mercury are not familiar to the Chinese audience. They may be confused by a transliteration. Though Liang shiqiu uses annotations that will not help much. The audience cannot have a script while watching. But Zhu shenghao is more tactful in his translation. [Zhu shenghao’ version] : , , : ; , , ; , , [5] In this version, Zhu shenghao avoids the transliteration of unfamiliar names. Instead he grasps their symbols and personal traits. So the audience could follow the play more easily though they don’t remember the specific names of these characters. Since drama is mainly written for stage performance, it is different from novels, prose and poems. We can read novels slowly and casually. If we can’t understand some part of it, we can reread it and ponder on it. A first reading of a novel may mean nothing to you. As we read it time and again, we can dig deeper and deeper into it. But in drama performance,â€Å" its purpose is to bring about sudden upheavals of the highest moral nature. †[6](p. 44)So drama language should not only be simple and understandable, but also must vividly demonstrate the personalities of the characters in a specific historical period. To avoid the stereotype, the translator must pay much attention to the roles of the characters in relation to others. The tones, intonation and diction of the characters should also be noticed. Example 4 The BYSTANDERS GENERALLY (demonstrating against police espionage) Course they could. What business is it of yours? You mind your own affairs. He wants promotion, he does. Taking down people’s words! Girl never said a word to him. What harm if she did? Nice thing a girl can’t shelter from the rain without being insulted, ect. , ect, (Act I) [first version] ( )!! , , , [7](p. 17) [second version] ( )!!! , , , [8] (p. 465) The second version of the translation adds the exclamation â€Å" †. It can vividly show the questioning tone of the bystanders. If the actors tactfully express it on the stage, which will draw the sympathy from the audience toward the protagonist. Another example of the flexible translation can be shown in â€Å"Romeo and Julie† Friar Laurence: Here comes the lady;/ O, so light a foot /Will never wear out the everlasting flint; / A lover may bestride the gossamers/ That idles in the wanton summer air, / And yet not fall: so light is vanity. [Cao yu’s version] : ,? , , , , [9] [Zhu shenghao’s version] : , , ; , ,. [10] The second version of the dialogue is better. In the first version, the last sentence â€Å" , †is obscure. The second version of this sentenceâ€Å" † can fit in well with the profession of Fiar Laurence. It vividly depicts a priest who is greatly concerned about the properties of the church and is devoted to his work. Another important aspect of drama is the scene of movement. In drama performance, the movement of actors will cause conflicts. The conflicts will push forward the development of the story. Then the audience will be interested and follow the show. So the actor must act on their personalities, intentions and run into conflicts with each other. And language should show the kind of movement. In Thunderstorm by Cao yu, the fierce contradiction between labor and capital can be read in the dialogues. So the language is full of movements. For example: : ,! ,! —— Hai: You drowned two thousand two hundred coolies in cold blood, and for each life lost you raked in three hundred dollars! I tell you, creature, you’ve made your money by killing people, and you and your sons stand accursed forever! And now on top of that you—— [11](p. 492) Literally, the word â€Å" †is just calling the name of Zhou puyuan in an impolite way. But its translation shows the sharp opposition between him and Zhou puyuan. Also it hints that Hai will retaliate on Zhou. So it is full of movements. In the Importance of being Earnest, Yu guangzhong is also good at showing the movements in the language. For example: Algernon: how are you, my dear Ernest? What brings you up to town? Jack: Oh, pleasure; pleasure! What else should bring one anywhere? Yu guangzhong translates it as â€Å"? ,! , †[12](p.126)Yu knows that Jack is a dandyish play boy. In the play, he just comes to Algernon for fun. The translation is far better than â€Å" †. and will agree with his proposal to Miss Bracknell. Finally, dramatic language should be refined and full of emotions. Without poetic sentiment, dialogues are half-dead. [13] The language of drama should have rhythm, be rich in meaning and full of unspoken words. In the dramas by Ibsen, Shakespeare, and Caoyu, we can feel the strong emotions and mellowness of their language. For example, in Caoyu’s translation of Romeo and Julie, we are overwhelmed by his coruscating wit. Julie: Since arm from arm that voice doth us affray,/ Hunting thee hence with hunt’s-up to the day. [Cao’ version] , [14] In the original language, the word â€Å"affray† rhymes with â€Å"day†. So the sentence can be read fluently. Cao is clever enough to end each clause with â€Å"? † and â€Å"? †, so they still rhyme with each other. Also the rhythm and appeal are attained. Another example of the poetical emotions can be shown in Yang xianyi’s translation of Quyuan by Guo moruo. â€Å" , ,! , , ,! , ,?! ,?! ,?! , , ,! † [Cao’s version]

Scientific Literacy in the Philippines

Module 6: Science Education in the Philippine Society Lesson 13: Scientific Literacy Science Literacy Science is frequently perceived to be of great importance because of its links to technology and industry which, from a national perspective, may be areas with high priority for development. Countries wanting to improve their people’s quality of life cannot escape the need to harness their science and technology capability as a way of developing competitiveness. Consequently, science is included as a core element in elementary and secondary levels despite conceptual complexity and high cost of implementation.Another justification for the inclusion of science in high school curricular is that all citizens need to achieve a degree of â€Å"scientific literacy† to enable them to participate effectively as citizens in modern societies. It is, therefore, important to be guided by past and present experiences in science education to be able to recognize the turning points for the country’s future which we need to decide now. Studies indicate however, that many of our Filipino learners are not attaining functional literacy, without which they find it too difficult to meet the challenges posed by our rapid changing world.Scientific literacy is a related concept to issue of cultural and technological literacy (a term used in recognition of the relationship between science and technology in everyday life). Some scientific educators have attempted to define or analyze it. The term ‘scientific literacy’ has been used in the literature for more than four decades (Gullagher and Harsch, 1997) although not always with the same meaning (Bybee, 1997). Benjamin Shen (1983) distinguishes 3 types of scientific literacy: practical, civic, and scientific cultural literacy.Practical scientific literacy is that kind of scientific and technical knowledge that can be put to use to help solve practical problems. The example given is that of the reduction in the dependence on infant formulae. Also, the use of alternative medicines like herbal plants instead of synthetic ones to prevent the cause of side effects that are harmful to one’s health. Civic scientific literacy enables the citizens to become more aware of science and science related issues so that he can face these issues with common sense. Shen defines civic scientific literacy as â€Å"a level of understanding of scientific terms and constructs sufficient to . . understand the essence of competing arguments on a given dispute on controversy†. An example common in many countries these days is the growing concern about the environment particularly the pollution of air, water and land. Media have contributed much to such awareness by bringing to public attention the activities of active environmental groups. However such concerns are more vigorous and numerous in developed countries than in developing countries. It is time that citizens of developing countries b ecame more aware and attentive to such matters. The third form is cultural scientific literacy.People who seek this form of scientific literacy desire to know something about science as a major human achievement. This group would come mostly from the intellectual community, those who watch television programs like Nova, Invention and similar discovery documentaries. The widely publicized subjects are based on the notion that scientific literacy has 3 components (Hodson) 1. substantive concepts with science 2. the nature of scientific activity 3. role of science in society and culture Norris and Philips(2003) argue that the term â€Å"scientific literacy† has been used to include various components from the following: a.   Ã‚  Ã‚   Knowledge of the substantive content of science and the ability to distinguish from non-science; b. )  Ã‚  Ã‚   Understanding science and its applications; c. )  Ã‚  Ã‚   Knowledge of what counts as science; d. )  Ã‚  Ã‚   Independence in le arning science; e. )  Ã‚  Ã‚   Ability to think scientifically; f. )  Ã‚  Ã‚  Ã‚   Ability to use scientific knowledge in problem solving; g. )  Ã‚  Ã‚   Knowledge needed for intelligent participation in science-based issues; h. )  Ã‚  Ã‚   Understanding the nature of science, including its relationship with culture; i. )  Ã‚  Ã‚  Ã‚  Ã‚   Appreciation of and comfort with science, including its wonder and curiosity; j.   Ã‚  Ã‚  Ã‚  Ã‚   Knowledge of the risks and benefits of science; and k. )  Ã‚  Ã‚   Ability to think critically about science and to deal with scientific expertise. They cite references to illustrate this. The confusion as to a precise meaning has led to a call to remove such term as a goal for school science literacy for future adult life through a longitudinal international study (OECD, 2007), although this has been criticized, not least because its measures are through written tests and questionnaires, which generally show developing countries to be in poor shape to meet such a goal. Philippine SettingThe Philippines established the National Science Development Board, in 1958 and Philippine Science High Schools or schools with science and tech-oriented classes were established because there is no streaming, or grouping of students according to their intellectual capacity at the higher levels of secondary school. Aims and Objectives The government recognizes the importance of science and technology capability for the development of our industry and country. The education sector collaborates with other government agencies to contribute to the success of government goals.As such, DECS (now DepEd) has focused its efforts towards programs and projects aimed at improving English, Science and Mathematics education in basic education. The objectives of elementary and secondary school science: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the end of grade VI, the student is expected to apply his scientific knowledge and skills in recogniz ing and solving problems in relation to health and sanitation, nutrition, food production, preparation and storage, environment and the conservation of its resources, and evolving better ways and means of doing things. Bureau of Elementary Education, 1998) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Secondary Science Education Programme aims to develop understanding of concepts and key principles of science, science processes, skills and desirable values to make the students scientifically literate, productive and effective citizens (Bureau of Secondary Education, 1998). Education for three types of literacy can come from both formal and informal sources. In developing countries like the Philippines, informal sources are not as easily accessible as they are in affluent and developed countries.Much of such learning can be derived from museums, science centers, and botanical gardens, zoos, well-ordinate programme of lectures and experiments, visits to manufacturing companies and indus trial sites, science fair and camps, media, clubs and science-related organizations. With a minimum of such resources, most developing countries rely on formal education (generally up to elementary levels only) for the development of scientific literacy of their citizens. ProblemsThe Survey of Outcomes of Elementary Education (SOUTEL) reported the poor performance of elementary school pupils and the lack of difference in the achievement of 5th and 6th grade. Third International Mathematics and science study (1915) reported also that Philippines ranked among the lowest scoring countries. Problems are encountered in curriculum, learning materials, teachers and students performance. Factors of low achievement in science and mathematics (Ibe, M) ? Absence of a science culture ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Teacher training, the school curriculum   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Instructional material ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Teacher-learning process ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Languag e instruction ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Governance of education Reforms I. Improvements are foreign-assisted projects implemented in the country. Among these are: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Science and Mathematics Education Manpower Development Program (SMEMDP) of the Japan Bank †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Project in Basic Education (ProBE) funded by Australian Agency for International Development (AusAID) †¢ National Science Teaching and Instrumentation Center, a project with German governmentII. Information and Communication Technology (ICT) Enhancing scientific literacy through science education is developing an ability to creatively utilize appropriate evidence-based scientific knowledge and skills, particularly with relevance for everyday life and a career, in solving personally challenging yet meaningful scientific problems as well as making responsible socio-scientific decisions. But it is necessary to recognize that enhancing scientific literacy is also dependent on the need to:Develop collective interaction skills, personal development and suitable communication approaches as well as the need to exhibit sound and persuasive reasoning in putting forward socio-scientific arguments. The emphasis on enhancing scientific literacy is placed on an appreciation of science; the development of personal attributes and be acquisition of socio-scientific skills and values. (Holbrook and Rannikmae, 2007) The government has a lot to do to improve the quality of science and technology education in the country.The Department of Education, Culture and Sports (DECS) should implement and develop the programs created. The school should nurture the talents and skills of students to develop their scientific literacy as well as appliying the knowledge in their lives. References: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Batomalaque, A. Basic Science Development Program of the Philippines for International Cooperation. University of San Car los, Cebu City, Philippines. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hernandez, D. History and Philosophy of Science Education. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Holbrook, J. and Rannikmae, M. 2009. â€Å"The Meaning of Science Literacy† in Coll, R. nd Taylor, N. (Eds. ), Special Issue on Scientific Literacy. International Journal of Environmental and Science Education. Vol. 4 No. 3. July, 2009. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ibe, M. and Ogena, E. â€Å"Science Education in the Philippines: An Overview. † Presented at the Science Education Congress, ISMED, November 27-28, 1998. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www. ibe. unesco. org/fileadmin/user upload/ archive/ curriculum/China/Pdf/beijingrep. pdf †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www. suite101. com/article. cfm/mass communication/ 95438 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   www. sensepublishers. com/catalog/files/9789087905071. pdf